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Information
| Code | PGÖ724 |
| Name | Inclusive Education from Theory to Practice |
| Semester | . Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator |
Course Goal
Today's educational environments consist of students with a wide variety of disability, language, socio-economic status, learning qualifications, etc. Therefore, teachers must make adjustments and changes to meet the needs of all students. In this course, in addition to presenting knowledge and skills to the learners in the modification and creation of curricula that can meet the needs of diverse students, it is expected to achieve acquisitions in the affective context. The general aim of the course is to examine the basic concepts of inclusive education, the basics of inclusive education, the characteristics of the inclusive curriculum, the approaches to inclusive education, the examples of inclusive curriculum and to design a teaching plan for inclusive education.
Course Content
This course will provide an overview of the principles, policies and philosophies that underpin inclusive education. In this course, students will deal with the concept of inclusive education in a wide range, they will realize how inclusive education can be reflected in the curriculum, and they will acquire knowledge and skills on how to make arrangements, adaptations and changes for inclusive education in curricula. This course covers curriculum development in every stage from an inclusive education point of view, from identifying students' needs, to creating goals and content, and arranging teaching-learning and examination processes from an inclusive education perspective.
Course Precondition
There are no prerequisites for the course.
Resources
Brown, Z. (2016). Inclusive education: Perspectives on pedagogy, policy and practice. Routledge. Demir Başaran, S. (Ed.). (2021). Öğrenmede evrensel tasarım: Kapsayıcı eğitimi sağlamada kuramsal ve uygulamalı bir çerçeve. Pegem Akademi. Gargiulo, R. M., & Metcalf, D. (2022). Teaching in today's inclusive classrooms: A universal design for learning approach. Cengage Learning. Ojha, L., & Alli, S. S. (2021). Inclusive education: Creating an inclusive school. JEC Publication. Taneri, P. O. (Ed.). (2021). Kuramdan uygulamaya kapsayıcı eğitim (2. baskı). Pegem Akademi.
Notes
All publications for inclusive education
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the concept of inclusive education. |
| LO02 | Explains the basics of inclusive education. |
| LO03 | Discusses how curricula for inclusive education can be arranged. |
| LO04 | Becomes aware of the approaches and practices towards inclusive education. |
| LO05 | Examines disadvantaged groups in inclusive education. |
| LO06 | Performs needs analysis for inclusive education. |
| LO07 | Designs an instructional plan for inclusive education. |
| LO08 | Examines scientific research for inclusive education. |
| LO09 | Follows current discussions on inclusive education. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | On the basis of the BA degree qualifications improves his/her knowledge in thecurriculum and instruction field at the level of expertise. | 4 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Understands the multi-dimensional causes of a problem and evaluates the problem as a whole | 4 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Analyzes a scientific article in the field of curriculum and instruction | 5 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of curriculum and instruction | 5 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Uses and develops individual assessment techniques for examining curriculum and instruction | |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | Solves a problem in the context of curriculum and instruction in a scientific perspective. | 5 |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Guides the graduates of the field of curriculum and instruction within the framework of the knowledge and experiences that specialized training provides. | |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Gains knowledge and experience about the applications which can make the field of expertise functional in educational field. | 3 |
| PLO09 | Yetkinlikler - Öğrenme Yetkinliği | Integrates the theoretical knowledge within the scope of the field of curriculum and instruction with the field of application. | 4 |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Takes responsibility for solving the problems at the local and national level during the curriculum and instruction-oriented applications. | 4 |
| PLO11 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. | 3 |
| PLO12 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Has a good command of foreign language to be able to follow the foreign resources related to the field. | |
| PLO13 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. | 3 |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. | 4 |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Provides the support of the institution employees to make the applications concerning educational sciences successful. | 3 |
| PLO16 | Yetkinlikler - Alana Özgü Yetkinlik | Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. | 5 |
| PLO17 | Yetkinlikler - Alana Özgü Yetkinlik | Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. | 4 |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. | 3 |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. | 4 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to Inclusive Education – What is Inclusive Education? | Reviewing resources on the subject | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Anlatım |
| 2 | Philosophical and Psychological Foundations of Inclusive Education | Reviewing resources on the subject | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Social and Legal Foundations of Inclusive Education | Reviewing resources on the subject | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Curriculum and Inclusive Education – Adaptation, Accommodation, and Modifications to Curriculum | Reviewing resources on the subject | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Örnek Olay |
| 5 | Approaches to Inclusive Education | Reviewing resources on the subject | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Bireysel Çalışma |
| 6 | Universal Design for Learning | Reviewing resources on the subject | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 7 | Disadvantaged Groups and Curriculum | Reviewing resources on the subject | Öğretim Yöntemleri: Tartışma, Örnek Olay, Problem Çözme, Bireysel Çalışma |
| 8 | Mid-Term Exam | Preparation to exam | Ölçme Yöntemleri: Ödev |
| 9 | Identifying Learners' Needs | Reviewing resources on the subject | Öğretim Yöntemleri: Anlatım, Grup Çalışması, Proje Temelli Öğrenme |
| 10 | Objectives for Inclusive Education | Reviewing resources on the subject | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 11 | Content for Inclusive Education | Reviewing resources on the subject | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 12 | Learning and Teaching Process for Inclusive Education | Reviewing resources on the subject | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 13 | Evaluation for Inclusive Education | Reviewing resources on the subject | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 14 | Designing a Plan for Inclusive Education | Reviewing resources on the subject | Öğretim Yöntemleri: Alıştırma ve Uygulama, Grup Çalışması, Proje Temelli Öğrenme |
| 15 | Presenting the Plan Designed for Inclusive Education | Konuyla ilgili kaynakları inceleme 34 / 5.000 Çeviri sonuçları Çeviri sonucu Reviewing resources on the subject | Öğretim Yöntemleri: Grup Çalışması, Proje Temelli Öğrenme |
| 16 | Term Exams | Preparation to exam | Ölçme Yöntemleri: Proje / Tasarım |
| 17 | Term Exams | Preparation to exam | Ölçme Yöntemleri: Proje / Tasarım |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||